Cognitive Science

Overview

• Design Activity•Cognitive Apprenticeship Theory•Cognitive Flexibility Theory

Scenario

Cognitive Science

Software Review

While reviewing the software presented, observe:

–How did the theory we discussed so far inform the features that were implemented

–Which improvements would you recommend, and why?

–Which strengths and weaknesses did you see in the software?

Find additional examples for Learning environments that were designed based on Cognitive Flexibility and Cognitive Apprenticeship online.

Scenario

Cognitive Science

Software Review

Find additional examples for Learning environments that were designed based on Cognitive Flexibility and Cognitive Apprenticeship online. Present to class, focusing on the same questions:

–How did the theory we discussed so far inform the features that were implemented

–Which improvements would you recommend, and why?

–Which strengths and weaknesses did you see in the software?

Scenario

Cognitive Science

Instructional Design Models

Living Systems Approach

Plass & Salisbury (2002)

ImplementSystem Design

DevelopmentalEvaluation

DevelopInstructionalInformation

Design

AnalyzeEnd-User

Requirements

DesignInstructionalInformationArchitecture

DevelopInstructionalInteraction

Design

Scenario

Cognitive Science

Design Activity

Tasks

–Choose a topic (see web site)

–Discuss which elements of Cognitive Flexibility Theory or Cognitive Apprenticeship Theory you want to implement

–Discuss how you want to implement these elements by choosing features and functionality that are informed by them or support them

–Summarize your design on your group web site, using external links if possible (to web pages serving as examples for your ideas)

Scenario

Cognitive Science

Design Activity

Topics

1. Design a multimedia learning environment for freshmen students learning Spanish that supports vocabulary acquisition and the process of reading a text in Spanish.

2. Design a multimedia learning environment to allow medical doctors to learn about newly developed surgical procedures.

3. Design a multimedia learning environment to train Airline Pilots in emergency procedures.

4. Design a multimedia learning environment on the the history of the American civil war for university students.

5. Design a multimedia learning environment for high school students learning about HIV/AIDS.

Cognitive Science

Definition

• Method not involving didactic teaching, but observation, coaching, and successive approximation

• Embeds the learning of skills in their social and functional context

Collins, Brown, & Newman (1989)

Cognitive Apprenticeship

Cognitive Science

Principles

• Aimed primarily at teaching process used by experts to handle complex tasks

• Conceptual and factual knowledge: CA emphasized their uses in solving problems and carrying out tasks

• Refers to the focus of learning-through-guided-experience on cognitive and meta- cognitive (rather than physical) skills and processes

Cognitive Apprenticeship

Cognitive Science

Design Approach

• Understand nature of expert practice

• Device methods appropriate to learning that practice

Cognitive Apprenticeship

Cognitive Science

Content• Domain knowledge (conceptual, factual)• Heuristic strategies (generally effective techniques to

accomplish tasks)• Control strategies (monitoring, diagnostic, remedial)• Learning strategies (general or local strategies of

knowledge acquisition)

Cognitive Apprenticeship

Cognitive Science

Methods• Externalize cognitive processes carried out internally• Develop extended techniques to encourage development

of self-correction and monitoring skills: Modeling CoachingScaffoldingArticulationReflectionExploration

Cognitive Apprenticeship

Cognitive Science

Sequence• Increasing complexity• Increasing diversity• Global before local skills

Sociology• Situated learning• Culture of expert practice• Intrinsic motivation• Exploiting cooperation• Exploiting competition

Cognitive Apprenticeship

Cognitive Science

Role of Conceptual Model

• Advance organizer for initial attempt to execute a complex skill -> More attention on skill execution

• Interpretive structure for making sense of feedback, hints, corrections

• Internalized guide for period of relatively independent practice by successive approximation

• Encourages autonomy in reflection

Cognitive Apprenticeship

Cognitive Science

• Approaches to Adaptive Learning Environments

Compensation Approach• Compensate for shortcomings

Preference Approach• Support Strengths

Remediation Approach• Identify and address shortcomings

Salomon’s Heuristics

Scenario

Cognitive Science

Cognitive Flexibility Theory

Problems of Existing Instructional Approaches

Learning facts vs. Learning for Transfer

Domain Complexity not introduced early enough

Learning not Contextualized

Over-reliance on prototype cases (Single instances of concepts limit mental models)

Scenario

Cognitive Science

Cognitive Flexibility Theory

Emphasize knowledge assembly rather than reproductive memory

Introduce both conceptual complexity and domain complexity early

Promote active student learning

Scenario

Cognitive Science

Cognitive Flexibility Theory

Need for Rearranged instructional sequences

Multiple dimensions of knowledge representation

Multiple connections across knowledge components

=> Hypertext environments as well as video games as candidates for promoting Cognitive Flexibility

Scenario

Cognitive Science

Cognitive Flexibility Theory

Features Case-based materials

-Involve students in authentic activities-Multiple representations of knowledge-Multiple contexts for learning

Conceptual indexing and variable hypertext links-Coding material with abstract conceptual or

structural knowledge (mental models)-Variable HT links as situated view of knowledge

Scenario

Cognitive Science

Cognitive Flexibility Theory

Case-theme commentaries-Explanation of how a structural dimension of knowledge

applies in different case-specific or situated contexts-Knowledge-in-use-Indexicalized knowledge representation

Conceptual structure search-Content is re-edited to produce particular kind of ‘criss-

crossing’ the conceptual landscape that visits large set case examples of concepts the learner chose to explore

Scenario

Cognitive Science

Cognitive Flexibility Theory

Thematic criss-crossing-Nonlinear and multidimensional traversal of

complex subject matter-Use conceptual indexing to highlight different facets of instructional material-Criss-cross conceptual landscape-Demonstrate interconnected and web-like nature of knowledge-Process of knowledge assembly-Scaffolding by providing support based on structural knowledge components

Scenario

Cognitive Science

Cognitive Flexibility Theory

Double Constructivism Understandings constructed using prior knowledge

Prior knowledge constructed on a case-by-case basis